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ASEE-SE Annual Conference 2022

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Final Paper
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Sdg-Focused Project-Based Learning In Engineering Design Courses Through Diversity and Inclusion Interventions

This paper describes the framework of ongoing interventions on diversity and inclusion in an engineering classroom though Sustainability Development Goals (SDG) focused team projects. Some available literature on classroom diversity and its effect on educational outcomes is discussed. SDG-focused project-based learning and students design work products are presented. Level of diversity in students’ teams and its possible effect on team psychology and learning is discussed. The presented framework is currently being implemented in a freshman design course to identify individual or personal characteristics that students bring to an educational setting and their influence on learning.

Georgia Tech
United States

Georgia Tech
United States


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